In this lesson about supply chain management, students learn vocabulary related to supply and demand, watch a video about just-in-case and just-in-time systems, and discuss the two systems in depth. The video idea comes from two of our subscribers. Shirley, Anna, thank you! #yousuggestwecreate
This is a Flipped Classroom lesson plan. In a nutshell, it means that the first part of the lesson needs to be done by students at home. Learn more about flipped classroom and how we implement it in these lesson plans in our post.
The pre-class part of the lesson consists of two vocabulary exercises. In the first one, students decide what the differences in meaning are between four pairs of words (e.g. shortage and excess). They can consult a dictionary if necessary. In the second task, students need to complete gaps in sentences to create collocations useful when talking about supply chain management (e.g. a shortage of goods). The vocabulary they’ve learned in that part of the lesson will be needed when watching and discussing the video.
Video and discussion
The in-class part of the lesson starts with a discussion activity. Students read six statements about supply and demand (e.g. I don’t think it’s fair to increase the price for taxi services when there’s a surge in demand.) and share their views on them. Then, they create collocations by matching phrases (e.g. stay ahead of the competition). After that, students complete the gaps in a short text about Toyota. They watch the first part of the video and check their answers. While watching the second part of the video, they answer five comprehension questions. Before watching the last part of the video, students think about other areas of life where the just-in-time system can cause problems. They watch the rest of the video and check their answers. The viewing is followed by a discussion about supply chain management systems. Students talk about the pros and cons of just-in-case and just-in-time systems, as well as their experience with shortage of available goods. Finally, students do a roleplay in which they imagine that they work for a company which tries to choose between just-in-case and just-in-time systems. Their task is to provide arguments using vocabulary from the lesson (e.g. devise a plan, meet demand).